Latinas' experiences in special education are often untold or unheard. The process and labeling of a learning disability and how it affects identity is an elusive concept that is not often found in quantitative or qualitative research. This study sought to understand the experience of Latina women, who were previously identified as having a learning disability in their PK-12 educational career, and the intended and unintended outcomes of being identified with a learning disability. Using platicas as a methodology allowed this study to understand participants in a more personal, culturally aware method. Platicas allow for an intimate fluid conversation that enables the co-construction of knowledge. Chicana Feminist Theory and DisCrit frame the study to allow for new forms of knowledge to be validated as well as critique previously used forms. This study found themes among the platicas that can bring to light new recommendations for special education staff and new ways they can assist the students in the journey of special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]